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This volume comprises sixteen peer-reviewed selected papers presented at the 45th Linguistic Symposium on Romance Languages (LSRL), that took place on May 6–9, 2015, at the University of Campinas, Brazil. United by a common goal – the formal analysis of Romance languages –, these papers focus on a wide range of topics in different areas of grammar (phonology, morphology, syntax, semantics, pragmatics, plus interfaces), and in different research domains (L1 grammar, L2 acquisition, variation and change, bilingualism and language contact, code-switching). The Romance languages represented in this volume include Peninsular and American Spanish; European, Brazilian and Mozambican (Maputo) Portuguese; French; Italian and Italian dialects (especially Borgomanerese); and Palenquero, a Spanish-based creole. Most papers assume a comparative approach to the discussed topics. Overall, the papers present new data and new approaches to familiar structures, as well as new developments for less known phenomena.

This paper provides a critical review of the state of the art in code-switching research being conducted in linguistics. Three issues of theoretical and practical importance are explored: (a) code-switching vs. borrowing; (b) grammaticality; and (c) variability vs. uniformity, and I take a position on all three issues. Regarding switching vs. borrowing, I argue that not all lone other-language items are borrowings once more subtle measures of integration are used. I defend the use of empirical data to compare competing theoretical frameworks of grammaticality, and I exemplify quantitative research on variability in code-switching, showing that it also reveals uniformity and the possible influence of community norms. I conclude that more research is needed on a range of bilingual communities in order to determine the relative contribution of individual factors, processing and community norms to the variability and uniformity of code-switching.

Code-switching is especially common within the Southeast Asian region which is home to a large number of bilinguals and multilinguals. Over the years, code-switching has been studied extensively, both in and out of Asia, via sociolinguistics, structural linguistics, and psycholinguistics. From the psycholinguistic perspective, code-switching is said to be the result of the co-activation of languages during the process of speech production for bilinguals. Grosjean's Language Mode and Green's Control Process Model are two psycholinguistic frameworks focusing on the psycholinguistic as well as interactional factors behind code-switching. However, past studies in this area were mostly experimental in nature. It is necessary to consider authentic production data to develop a greater understanding of the code-switching phenomenon especially within the Southeast Asian context due to its bilingual and multilingual communities. This conceptual paper aims to demonstrate how the interactional and psycholinguistic factors behind code-switching can be examined using authentic production data. In particular, a review of the literature pointed to the Conversation Analysis (CA) approach to code-switching as well as the concepts of triggered code-switching and primed code-switching as being relevant. Accordingly, this paper describes each construct in detail and provides suggestions on how they can be brought together in a single study on code-switching based on authentic production data. [ABSTRACT FROM AUTHOR]

This volume comprises sixteen peer-reviewed selected papers presented at the 45th Linguistic Symposium on Romance Languages (LSRL), that took place on May 6-9, 2015, at the University of Campinas, Brazil. United by a common goal - the formal analysis of Romance languages -, these papers focus on a wide range of topics in different areas of grammar (phonology, morphology, syntax, semantics, pragmatics, plus interfaces), and in different research domains (L1 grammar, L2 acquisition, variation and change, bilingualism and language contact, code-switching). The Romance languages represented in this volume include Peninsular and American Spanish; European, Brazilian and Mozambican (Maputo) Portuguese; French; Italian and Italian dialects (especially Borgomanerese); and Palenquero, a Spanish-based creole. Most papers assume a comparative approach to the discussed topics. Overall, the papers present new data and new approaches to familiar structures, as well as new developments for less known phenomena. [ABSTRACT FROM AUTHOR]

This paper introduces the Electronic Repository of Greater Poland Oaths, eROThA (1386–1446), a digitisation project of a diplomatic edition of mediaeval land court oaths recorded in Latin and Old Polish, resulting in a small, lightly tagged specialised bilingual corpus. We present the background, aims, design and methodology of the project. We also discuss the problems and limitations entrenched in turning a printed diplomatic edition into a machine-readable diplomatic edition equipped with a new interpretative layer that is sensitive to the switches between Latin and Old Polish. In addition to the automatic annotation of code-switched items on the basis of typographic characteristics of the printed edition, flexible coding of recurrent language and discourse boundary phenomena has been introduced manually to account for linguistically ambiguous or neutral forms. The project offers a fully multilingual corpus, as well as customised Polish-only and Latin-only datasets, and enables filtered metadata searches in the online front-end. Overall, the report presents a methodology for constructing multilingual corpora in the context of legal cultures in medieval Central Europe that may be extrapolated to datasets originating in other periods and regions. [ABSTRACT FROM AUTHOR]

One characteristic of multilingual speakers is that in everyday life, they may integrate elements from their languages in the same sentence or discourse, a practice known as code-switching. This paper examines code-switching at the interfaces, in particular as related to information structure. Despite the fact that a core question of modern linguistic theory is how syntactic and information-structural theories interact in accounting for licensing of different grammatical phenomena, there has been relatively little literature on code-switching and information structure. In this paper, we provide an overview of the available literature on code-switching across different language combinations, focusing in particular on subject pronoun–verb switches, ellipsis, light verbs, topic/focus particles, and code-switching between sign languages. We argue that the study of the interplay between information structure and code-switching sheds light on our understanding of multilingual grammars and language competence more generally. In this regard, we discuss theoretical and methodological considerations to guide future studies. [ABSTRACT FROM AUTHOR]

This study focuses on the linguistic phenomenon of code-switching (CS) in the bilingual Ethnic-Adyghe community in the Black Sea region of Turkey. Specifically, this paper aims to analyze the types of CS and the factors that influence CS in different situational conversations, with a focus on Ethnic Adyghe individuals. The study utilizes a qualitative research design, using a purposive sample type of 10 Ethnic Adyghe individuals living in Samsun, Turkey. This study favors the use of informal settings to gather data from various linguistic contexts and analyze the frequency of CS. The findings indicate that participants used intra-sentential CS the most (59.9%). One major reason for that was the lack of vocabulary in Adyghe, leading participants to switch to Turkish to fill the lexical gap and effectively communicate their thoughts. Moreover, a total of 14 factors were identified. These factors encompassed aspects such as proficiency, social norms, cultural identity, vocabulary limitations, and communication effectiveness. The identification of these factors contributes to a comprehensive understanding of the complex dynamics of code-switching within the bilingual Ethnic-Adyghe community. [ABSTRACT FROM AUTHOR]

Code-switching (CS) in spoken language is where the speech has two or more languages within an utterance. It is an unsolved issue in automatic speech recognition (ASR) research as ASR needs to recognise speech in bilingual and multilingual settings, where the accuracy of ASR systems declines with CS due to pronunciation variation. There are very few reviews carried out on CS, with none conducted on bilingual and multilingual CS ASR systems. This study investigates the importance of CS in bilingual and multilingual speech recognition systems. To meet the objective of this study, two research questions were formulated, which cover both the current issues and the direction of the research. Our review focuses on databases, acoustic and language modelling, and evaluation metrics. Using selected keywords, this research has identified 274 papers and selected 42 experimental papers for review, of which 24 (representing 57%) have discussed CS, while the rest look at multilingual ASR research. The selected papers cover many well-resourced and under-resourced languages, and novel techniques to manage CS in ASR systems, which are mapping, combining and merging the phone sets of the languages experimented with in the research. Our review also examines the performance of those methods. This review found a significant variation in the performance of CS in terms of word error rates, indicating an inconsistency in the ability of ASRs to handle CS. In the conclusion, we suggest several future directions that address the issues identified in this review. [ABSTRACT FROM AUTHOR]

Aims and objectives: As there remains a paucity of research into the use of communication strategies in Polish transnational communities, this paper seeks to delineate the code-switching practices of Polish-speaking families residing in Australia. The tripartite framework of Family Language Policy has been applied for the analysis of affordances of code-switching patterns. Methodology: Based on the data collected through the online questionnaire supplemented with in-depth interviews and observations, a qualitative analysis has been conducted to obtain the sociolinguistic picture of the code-switching practices. Data and analysis: The interviews and discussions during the observations were recorded, transcribed verbatim and coded according to the Grounded Theory Approach. The recurrent themes were noted. The existing patterns were conceptualised through the process of constant comparison. Findings and conclusions: The conducted study draws our attention to the fact that Polish speakers in Australia differ from speakers of other heritage languages. Language management efforts through a great exposure to Polish translates to HL proficiency, maintenance and the degree of bilingualism, as well as the rate of code-switching. All joint family and extracurricular activities organised by Saturday schools and cultural centres augment the HL retention despite the constant attempts to code-switch among the young family members. Originality: This paper delves into how Polish is maintained as a HL among Polish-speaking immigrants to Australia and their offspring. It explores one of the well-established yet understudied communities that makes up multicultural Australia. It unfolds an account of the dynamics of code-switching, illustrating how its affordances are utilised to foster communication. [ABSTRACT FROM AUTHOR]

Code-mixing and code-switching (CMCS) are prevalent phenomena observed in social media conversations and various other modes of communication. When developing applications such as sentiment analysers and hate-speech detectors that operate on this social media data, CMCS text poses challenges. Recent studies have demonstrated that prompt-based learning of pre-trained language models outperforms full fine-tuning across various tasks. Despite the growing interest in classifying CMCS text, the effectiveness of prompt-based learning for the task remains unexplored. This paper presents an extensive exploration of prompt-based learning for CMCS text classification and the first comprehensive analysis of the impact of the script on classifying CMCS text. Our study reveals that the performance in classifying CMCS text is significantly influenced by the inclusion of multiple scripts and the intensity of code-mixing. In response, we introduce a novel method, Dynamic+AdapterPrompt, which employs distinct models for each script, integrated with adapters. While DynamicPrompt captures the script-specific representation of the text, AdapterPrompt emphasizes capturing the task-oriented functionality. Our experiments on Sinhala-English, Kannada-English, and Hindi-English datasets for sentiment classification, hate-speech detection, and humour detection tasks show that our method outperforms strong fine-tuning baselines and basic prompting strategies. [ABSTRACT FROM AUTHOR]

Copyright of Applied Linguistics Journal is the property of Brill Academic Publishers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 2020 census reports that 61.2 million Latinxs live in the US, totaling around 19% of all residents, forming the country's largest minority population. With the growing number of Latinxs, there has been a higher level of contact between Spanish and English leading to language mixing or code-switching (CS) in mainstream American culture. This paper examines the Spanish/English CS in radio advertisements on Los Angeles's 96.3 La Mega, a bilingual radio station geared towards today's youth. Using Derrick' 2015 sentential framework for the linguistic analysis of multilingual sentences, I carry out a sentence-by-sentence analysis of the linguistic nature of the on-air bilingual advertisements. I explore both national advertisements, as well as DJ-endorsed advertisements, to discern whether they follow the patterns previously pointed out in the literature for positive consumer evaluations of Spanish/English bilingual advertisements. Furthermore, I am interested in if these advertisements are in line with the ethos of 96.3 La Mega, which prides itself on being fully bilingual. This research will shed light on the linguistic nature of contemporary strategies being used in bilingual advertisements for the US Latinx community and marketing tactics designed to encourage their consumerism. [ABSTRACT FROM AUTHOR]

Significant variation exists in bilinguals' experiences with code-switching, from dense code-switching in multiple interactional contexts to minimal switching. Although recent research has demonstrated that a bilingual's experience with code-switching is a crucial factor for determining both linguistic and cognitive behaviors, there currently is no commonly accepted method of measuring of a bilingual's code-switching practices. Responding to this need, this paper presents a new tool to assess a bilingual's experience and engagement with code-switching – the Bilingual Code-Switching Profile (BCSP) – and assesses its validity and reliability. The BCSP incorporates a multifaceted conceptualization of code-switching experience, drawing on previous research in bilingual proficiency, and addresses a bilingual's code-switching history, use, proficiency, and attitudes. To assess the validity and reliability of the BCSP, Spanish–English bilinguals (N = 454) from a wide range of ages, ethnic backgrounds, national origins, and language dominance profiles completed the questionnaire. Results of an exploratory factor analysis and intraclass correlation on test-retest data (N = 248) demonstrate that the BCSP is a valid and reliable method of assessing a bilingual's code-switching profile. The BCSP can be easily and practically incorporated into future research on bilinguals to provide a systematic measure of an individual's code-switching profile. [ABSTRACT FROM AUTHOR]

The theory of translingualism has been well constructed in sociolinguistics, yet it has not been applied fully to the study of literary translation and translator identity. This paper attempts to analyze the English version of Mayra Montero's Spanish novel In the Palm of Darkness (1997) within the framework of translingualism. Through the analysis of code-meshing and code-switching events, this article focuses on the identity construction of Edith Grossman, the English translator of the novel In the Palm of Darkness. The occurrence of translingualism is attributed to the complex dynamics of ethnic identity. Through co-participating in the construction process of Montero's identity in different scenarios, namely resistance, transformation, and inclusiveness, translingualism helps to solve problems of translation methods on a micro scale, translator identity on a meso scale, and the approach of native culture 'going global' on a macro scale. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to analyze the structure of code-switched sentences uttered by Albanian bilingual students. It examines the predictions made by two theoretical viewpoints, namely Myers-Scotton's Matrix Language Frame (MLF) and MacSwan's approach within the Minimalist Program (MP). The students were observed in informal environments within Prishtina international school settings, such as during recess time, on the playground, etc. Tape recordings of the conversations were used to record this naturalistic data, which was then transcribed. In particular, examples from the Albanian/English pair were analyzed, and the MLF and MP predictions regarding combinatorial possibilities were tested. The findings show that our data can only partially be accounted for by the MLF and MP approaches. Switching is mainly unidirectional, with insertions from English into an Albanian syntactic frame. Determiners, such as demonstrative pronouns, indefinite pronouns, adverbs of quantity, as well as copular verbs, auxiliary verbs, and clitics, come from the Matrix Language (ML), complying with the MLF model. However, violations of the MLF model are encountered as well, such as the non-occurrence of stem/affix switching, the occurrence of bare forms, and Embedded Language (EL) islands not always constituting the maximal projection of the phrase, which are further described and predicted in MP model. The paper provides evidence that neither MLF nor MP are able to adequately account for the possible combinations in the mixed clause. According to what the literature to date indicates, integrating the approaches rather than using each one individually results in a better understanding of the grammar of code-switchin [ABSTRACT FROM AUTHOR]

This paper aims to examine the understanding of teachers' sociolinguistic representations of languages and their attitudes towards using code-switching (CS) in the classroom. While previous literature has explored the linguistic and functional aspects of CS, the attitudinal dimension towards code-switching remains largely unexplored. Therefore, the paper attempts to provide an attitudinal analysis of interviews with high school teachers to demarcate the way linguistic representations are conceived in the educational context. The study uses the interview technique to elicit information from ten selected teachers. The data is comprised of a collection of both oral data produced in French and, in a few instances, rarely identified as Arabic (standard or dialectal). The study focuses on the content analysis of the epilinguistic discourses of teachers in plurilingual environments. The findings reveal that teachers generally possess a well-developed language awareness, especially those who teach languages (DL). However, some aspects of the sociolinguistic landscape are not fully perceived, such as the use of Spanish in the communication of Moroccan speakers in the northern parts of the country. The study also reveals that Moroccan teachers generally have a high level of language awareness and positive attitudes towards CS. The use of CS is often in response to a didactic or communicative need felt by the teachers and dictated by the learners' deficient language skills. Certain components of the sociolinguistic dynamic remain insufficiently perceived, mainly the presence of the Spanish language in northern Morocco. These findings have proved to be significant because they first emphasize the crucial role of promoting language awareness and equipping teachers with the knowledge and skills necessary to navigate the linguistic landscape of their classrooms, and second they highlight the need for further research and education on the diverse sociolinguistic realities of language use in the classroom. [ABSTRACT FROM AUTHOR]

Objective - This paper explores the mathematical proficiency espoused by Kilpatrick et al. to improve teacher and learner mathematics performance in South Africa. A mixed-method approach involving interviews and questionnaires was used. Methodology/Technique - The sample included 7 principals or deputy principals, 7 departmental heads who supervised mathematics, 1 mathematics teacher who taught mathematics in grades 10 to 12, 1 mathematics teacher who taught Mathematics, and 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed and had to complete a questionnaire. Finding - Kilpatrick et al. (Kilpatrick, Swafford, & Findell, 2001), who viewed Mathematical Proficiency as a fivestranded process involving conceptual understanding, productive disposition, procedural fluency, strategic competence, and adaptive reasoning, were used as a lens through which this study was conducted. We discovered several systemic, societal, and pedagogical challenges that teachers and students faced, all of which had an impact on their Mathematics teaching and learning. Our findings were in line with what was found in the literature review. The researchers concluded that there were always intervention strategies that could help to reduce or eliminate the challenges that Mathematics teachers and students face. Novelty -The researchers concluded there were always intervention strategies that could assist in minimizing or eradicating the challenges faced by the teachers and learners of mathematics, thus improving their socio-economic standing. [ABSTRACT FROM AUTHOR]

Code-switching (CSW) is the phenomenon where speakers use two or more languages in a single discourse or utterance—an increasingly recognised natural product of multilingualism in many settings. In language teaching and learning in particular, code-switching has been shown to bring in many pedagogical benefits, including accelerating students' confidence, increasing their access to content, as well as improving their participation and engagement. Unfortunately, however, current educational technologies are not yet able to keep up with this 'multilingual turn' in education, and are partly responsible for the constraint of this practice to only classroom contexts. In an effort to make progress in this area, we offer a data-driven position paper discussing the current state of affairs, difficulties of the existing educational natural language processing (NLP) tools for CSW and possible directions for future work. We specifically focus on two cases of feedback and assessment technologies, demonstrating how the current state-of-the-art in these domains fails with code-switching data due to a lack of appropriate training data, lack of robust evaluation benchmarks and lack of end-to-end user-facing educational applications. We present some empirical user cases of how CSW manifests and suggest possible technological solutions for each of these scenarios. [ABSTRACT FROM AUTHOR]

In recent times, there has been tremendous growth in the number of multi-lingual users on social media platforms. Consequently, the code-mixing phenomenon, i.e., mixing of more than one language, has become ubiquitous in Internet content. In this paper, we present a shared-private, multi-lingual, multi-task model coupled with a transformer-based pre-trained encoder for sentiment analysis of code-mixed and English languages. Our model is tailored for multitasking that transfers the knowledge between code-mixed and English sentiment tasks. We consider code-mixed sentiment analysis as the primary task and enhance its performance by English sentiment analysis (auxiliary task) by sharing knowledge between them. We fine-tune the Bidirectional Encoder Representation using Transformer (BERT) encoder in a shared-private fashion to obtain the shared and task-specific features using the multi-task objective function. We evaluate our proposed framework using three benchmark datasets for the Hindi-English (Hinglish), Punjabi-English (Punglish) code-mixed and English sentiment tasks. Experiment results justify that our proposed multi-task framework improves the performance of our primary task in comparison to the state-of-art single-task systems. [ABSTRACT FROM AUTHOR]

The development of new models of bilingual speech processing and bilingual visual word recognition (Green and Abutalebi, [6]; Green and Li, [7]; Dijkstra et al., [5]) also led to a renewed interest in CS, for example among researchers interested in Cognitive Control and Executive Functions. Conversely, as bilingual corpora are generally small and unlikely to provide the necessary evidence about all switches that are possible in a language pair, experimental methods can help drive forward research into constraints on CS (Munarriz-Ibarrola et al., [13]; Treffers-Daller, [21]). The final paper in this Part took a slightly different approach by examining the role of the social situation in which CS takes place by comparing processing in Spanish-English bilinguals in the presence of another bilingual or in the presence of a monolingual speaker of English. Keywords: code-switching; language switching; cognitive control; executive functions; task switching; event related potentials EN code-switching language switching cognitive control executive functions task switching event related potentials N.PAG N.PAG 4 03/12/21 20210309 NES 210309 One of the unique characteristics of bilinguals is that they can freely switch between languages, both between and within utterances, a phenomenon that is generally described as code-switching (CS). [Extracted from the article]

The paper focuses on linguistic terminology used by Ælfric (10th c.) in his translation of an anonymous Latin grammar (Excerptiones de arte grammatica anglicе) going back to Priscian and Donatus' works. Ælfric's grammatical metalanguage, comprising loan words, semantic loans, loan translations, and periphrastic expressions created for explanatory purposes, is characterized by great diversity. A question arises whether these terms, remaining occasional, made any impact on the language system and can be thus evaluated as change from above. The paper combines a traditional semantic, morphological, and functional description of Ælfric's terminology and its consideration within the frame of sociolinguistics; the analysis is supplemented by a cross-linguistic study of Ælfric's terms with remarks on other Germanic languages. The results achieved enable us to argue that Ælfric's linguistic terminology, being innovative, displays some features of change from above, arising from language contact and individual change. [ABSTRACT FROM AUTHOR]

The paper explores the opinions of two hundred Hungarian secondary school students in Slovakia on the code-switching between Hungarian as a minority language and Slovak as the state language. The results of the research show, on the one hand, that the students in the study have rather contradictory opinions about the code-switching; on the other hand, that students who have more experience with Slovak in everyday life are more accepting of the code-switching than students who have more limited contact with the state language. In many cases, the self-reported responses of code-switching-rejecting students are based on a language myth that conveys negative value judgements, due to the lack of knowledge of bilinguals and their use of the language. [ABSTRACT FROM AUTHOR]

Based on the bilingual children's and adults' code-switching (CS) dependency treebanks, this paper investigates the syntactic features and pragmatic functions of the Chinese-English bilingual children's CS and compares them with bilingual adults'. It is mainly found that (1) As to the bilingual children, the mixed sentences present the longest mean sentence length (MSL), followed by those of the dominant language and the weak language. Similarly, Chinese-English adults' mixed sentences present longer MSL than monolingual Chinese and English; (2) Subjects, objects, adverbials, and attributives are four major syntactic functions. Regarding bilingual children's CS, objects are the most frequently switched dependency relations and subjects are the least. Differently, as to bilingual adults, attributives are most frequently switched, and subjects are the least. (3) Nouns, pronouns, determiners, adjectives, adverbs, and prepositions are the top word classes involved in four major syntactic relations; (4) The adverbial dependency relations present the longest mean dependency distance (MDD), and the attributives present the shortest for both bilingual children and adults; (5) The major causes that make different MDDs are the CS peripherality, the distributions of top word classes and adjacent dependency relations; (6) Six major pragmatic functions are performed by bilingual children and adults: filling lexical gaps, emphasis or expressing the intense feelings, explaining, giving "orders" or requirements, quotation, reiteration. The results syntactically and pragmatically suggest that there exist great similarities between bilingual children's and adults' code-switching. [ABSTRACT FROM AUTHOR]

The critical role of code-switching in English language classrooms cannot be discounted, as numerous studies show that code-switching is a practical language teaching strategy. The need to code-switch may become more pronounced in a learning environment where students have limited avenues to develop and polish their English language skills besides doing in-class activities. This means that the students' progress in learning and using the English language can be slow and challenging, which may impact their overall academic performance. Thus, to promote better comprehension and task achievement in an English classroom, teachers may resort to code-switching from time to time. For instance, while the medium of instruction at the University of Technology and Applied Sciences-Al Musannah (UTAS-A) is English and code-switching inside the classrooms is not at all encouraged, teachers may switch to Arabic, the students' first language (L1), to explain some abstract and complex concepts. While studies demonstrate that code-switching may help facilitate classroom discussions, understanding of lessons, and optimum participation, it is vital to take into account how students view code-switching in a language classroom. Hence, this paper sought to explore students' attitudes and perceptions about code-switching in English classrooms at the University. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to use multimedia as a method to improve proficiency in vocabulary of undergraduate students from the level B1 to B2 (CEFR). The term "code-switching" is used to describe the use of multiple languages during a single discourse. Human minds can take in so much data before they get overwhelmed. The quality of that limited space can be improved by incorporating visual attention alongside verbal attention in order to create mental representations that are utilised to digest incoming information. "People learn more deeply from words and pictures than from words alone" (Mayer, 21). This research builds on previous work in this area by making use of multimedia materials that feature both the learners' native language and English subtitles. This creates mental space for the students, which in turn guides them to a vocabulary-learning interface. CTML was employed to conduct a quantitative study between the age groups 17 and 20. Using a random sampling technique, researchers collected data from a total of 40 individuals. ANOVA (Analysis of Variance), independent t-tests, and paired t-tests were used to examine the use of Code- Switching in the experimental group and its statistical significance relative of the control group. The findings of the study suggest that utilising CTML can help non-native speakers of English improve their language through code-switching. There was a significant advancement in the vocabulary usage of the experimental samples of those who participated in the study. [ABSTRACT FROM AUTHOR]

This paper examines code-switching as a language style of Yoruba newspapers, within the larger context of the day-to-day speech mannerisms of Nigerians. This linguistic mode is a result of culture mix and has encroached on the indigenous languages of the peoples, and the style (of the writings) of indigenous language media. The paper analyses the texts of Alaroye newspaper to demonstrate the phenomenon. Questions raised concerned the purpose of code-switching, as well as its effects on Yoruba language and influence on respondents' interest in reading Alaroye. Survey and content analysis were the research designs used, while purposive sampling was preferred for the selection of seventy-five respondents to the questionnaire and six who were interviewed. Findings show that code-switching simplifies, aids comprehension, increases interest in indigenous language newspapers and accommodates the bilingualism of readers. Respondents agree that code-switching contributes to the linguistic half-caste mode of journalism and society. [ABSTRACT FROM AUTHOR]

In the earlier study "Code-Switching and the Optimal Grammar of Bilingual Language Use" in 2011, we present a unified account of language use in multilingual communities using the key insight of OPTIMIZATION to capture variations between multilingual communities. This paper explores the extensions and implications of our optimality-theoretic model of multilingual grammars. We provide evidence indicating that the vast array of empirical facts of bilingual language use (code-switching) are constrained by the operation of five universal socio-cognitive constraints of multilingual grammars, and that community grammars differ from each other in terms of how they prioritize these five constraints. We provide evidence to show that the model we propose (i) accounts for bi-dialectal community grammars, as well as grammars of indigenous and transplanted multilingual communities; (ii) replicates reverse patterns of socio-grammatical differences observed earlier between indigenous and transplanted communities in terms of the relative ranking of two constraints (POWER and SOLIDARITY), linked with different indexical potentials for accruing "a profit of distinction"; and (iii) presents empirical evidence of a complete dominance hierarchy of constraint rankings, satisfying, ultimately, the desideratum of an optimality-inspired framework of assumptions, i.e., constraints are universal; constraints are in (potential) conflict with each other; constraints are violable; and the sociolinguistic grammar of bilingual language consists of the interactions between, and optimal satisfaction of, the constraints. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Research on bi/multilingual oral interactions in English-medium instruction (EMI) is often concerned with how languages the teacher and/or students speak can be used for pedagogical scaffolding processes. In contrast, this paper aims to investigate how stylization of languages, including those that teacher and students only speak minimally, can likewise be harnessed for important pedagogical and interpersonal purposes. Methodology: I conduct an interactional sociolinguistic analysis of transcripts from an EMI teaching simulation in a Master's in Education course at a university in Hong Kong. Data and analysis: As a cross-border teacher from Cantonese-speaking Guangdong and a local teacher of Indian heritage engaged in these language stylization processes, they show that teachers can effectively use bi/multilingual stylization in EMI with attention to student uptake and response. Findings/Conclusions: While pedagogical scaffolding is important in EMI, these processes can put more and less societally dominant languages in a diglossic, unequal relationship. In contrast, stylization can reconfigure classroom language norms and hierarchies, attach positive meanings to unratified codes, and allow teachers to share linguistic authority with students. Originality: Little research to date has studied stylization as a pedagogical resource in EMI, focusing instead on the use of languages teachers/students already know for scaffolding. Significance/Implications: Teacher professional development should address the topic of how to use language stylization in EMI, especially since these interactional strategies do not require teachers to dramatically reconfigure curriculum or instruction, yet have pedagogical and interpersonal benefits. Limitations: Future research should aim to study stylization in EMI in an authentic classroom setting. [ABSTRACT FROM AUTHOR]

This paper sought to examine the impact of code-switching in the Lower Gweru community of Midlands Religion in Zimbabwe where IsiNdebele and ChiShona co-exist as first and third languages respectively. The main thrust of the paper was to establish the impact of code-switching involving IsiNdebele and ChiShona in bilingual and multilingual situations such as schools and communities. This study used a qualitative research approach and focused on two intentionally selected primary schools and two secondary schools as representatives of the whole population in the community. Since the selection of participants was purposively done, the sample had twenty participants. Key instruments used in the collection of data included Interviews, Observations and Document Analysis because of their relationship with the qualitative approach characterised by the use of words in explaining phenomena as they obtain in their natural settings. Collected data was presented and analysed depending on the nature of the gathered responses. Findings from this research revealed that code-switching is an indispensable issue in bilingual communities. Hence, it has both positive and negative impacts on learning in the target language. In conclusion, the study categorically established that the impact of code-switching is inevitable in bilingualism and diversified communities. The study recommends that educators and teachers be equipped with basic strategic skills of handling code-switching in bilingual and multilingual classrooms. The research adds knowledge in the sphere of education in multilingualism and mu

Being able to deal with "moments of crisis" is crucial in intercultural communication. Using identities as an analytical lens, this paper examines different types of "moments of crisis" identified in educational virtual exchanges between Chinese and Finnish university students. The study shows that the participants use soothing and code-switching as strategies in these moments of crisis to "do" interculturality, i.e., to achieve interactional arrangements (e.g., moving the discussion forward) and self-other alignments (e.g., saving face). Focusing on soothing as a positive strategy and code-switching as an avoidance strategy in dealing with "moments of crisis", we also scrutinize the emergence of the identities of mediator, fence-sitter, and facilitator in the students' behaviors. Finally, students' working experience, language use, and physical surroundings are identified as having a potential influence on their use of soothing and code-switching during the online intercultural interactions. Recommendations for preparing students for international virtual exchanges conclude the paper. [ABSTRACT FROM AUTHOR]

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The utilization of code-switching in EFL classrooms among instructors is quite common in the education field as a teaching tool. However, code-switching has been a critical issue for some teachers because they think it decreases students' performance. In contrast, other teachers use code-switching as a teaching tool. Instructors and students of the English language in Kurdistan higher education institutions tend to use two or more languages alternately and fluently for a variety of reasons and functions in bilingual classes. The paper aims to examine the function of code-switching (CS) on EFL students. Moreover, it investigates the instructor's view toward CS in ESL classrooms. The observation and interview were carried out to collect data among three different groups of twenty-five students. The result of the observation was compared to the interview result for better analysis. Finally, the finding of this paper proves that lectures code-switch for different purposes: explaining the topic, asking the question, checking students' understanding, and classroom management. In addition, during the interview, two lecturers claimed that they do not employ code-switching in the classroom, but it was observed that they do when instructing. [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)